Simulations
Training in a large scale massive virtual environment
Our attraction to virtual environments as a learning platform is that they provide opportunities for problem based learning and experiential learning.
We will be using a customizable massive online multiplayer environment SecondLife™ to host virtual table top exercises for the NIMS, ICS and HEICS courses. This is because of its relatively low access cost and its ability to handle dynamic content seamlessly (Figure 1). This environment is ideal for a large number of participants to role play disaster scenarios that are designed rapidly by non-programmers using menu driven tools. The SecondLife™ environment is poised to revolutionize the way virtual environments are created and used for training purposes. More information about our virtual training environment is available here.
Figure 1: Realistic looking and interactive content
The fidelity of a training environment often influences its effectiveness as a training tool. The SecondLife™ platform provides the necessary tools for content specialists to create realistic looking indoors and outdoors environments. It also provides tools for the creation of realistic looking avatars with realistic animations to represent the various professions involved in the training. All the stakeholders involved in a given scenario including victims and on-lookers can therefore be easily integrated (Figure 2).
Figure 2: Collaborative building of props to be used in virtual exercises
Object level scripting
Since the virtual environment allows object level scripting of behavior, it is possible not only to represent the look of devices (Figure 3) in the virtual environment, but also to simulate how they work. For example foldable beds, interactive Patient Controlled Analgesia pumps, ventilating machines, flyable helicopters and virtual operations room, can be developed so that they can used by the various professions involved in the training scenarios. The ability to program the behavior of virtual objects also facilitates the simulations of man made (accidental/intentional) or natural disasters. For example, the platform allows the building of virtual bombs (Figure 4) that can be set to explode and to lead to an unforeseen mass casualty event which will have to be dealt with by the personnel under training.
Figure 3: Hazmat and emergency response equipment
Figure 4: Potential for creating realistic engaging scenarios
It is well known that environmental conditions can play an important role in the success of rescue efforts. In that respect, SecondLife™ can allow simulations of realistic climatic conditions ranging from heavy rain, snow, high winds conditions to unstable terrain caused by earthquakes.
Two of the major underlying infrastructures that are required to enhance the degree of realism of the virtual environment are the physics engine and the particle engine. SecondLife™ is adequate on both counts. This environment also provides opportunities for streaming audio and video into and out of the virtual world. This functionality allows the setting up of video conferencing sessions within the virtual environment itself. Figure 5 depicts members of the IRH team testing the streaming of a talk by the Surgeon General rendered on a screen inside the virtual world.
Figure 5: Streaming of video into virtual environments
Avatar behavior customizations
This environment supports avatar behavior customizations as well. This is important if the avatars need to have access to a palette of gestures necessary for increasing the believability of interactions or scenarios (Figure 6).
Figure 6: Effective role playing through controllable avatar gestures
Automated exercise data capture
The object level scripting environment of this platform enables data to be sent from local virtual world events to external applications. The communication facilities between events within the virtual environment and external applications can facilitate the integration of courses delivered inworld to an external Learning content management system. For example, data captured inside the virtual world can be sent automatically to an external database allowing such functionalities as automated student progress tracking.
Training using interactive manikins
Many face-to-face IBAPP courses will benefit from the integration of medical simulators such as interactive manikins or body parts. The ability to identify the effects of abnormal or normal skin reactions to biological agent exposure is a critical competency in bioterrorism awareness. An interactive course can include simulations to help students acquire this skill. For example, select face to face courses will integrate interactive manikins and body-part simulations that will replicate the effects of toxic agents/gases on the skin and on the central nervous system by producing realistic frothy, bodily fluids from tear ducts, nose, and mouth. Such an environment is likely to be more engaging and will provide better opportunities for learning and working within teams. We have selected the SimMan® from Laerdal® to support our training because it is already being used in a number of departments at ISU. SimMan® is a portable and advanced patient simulator for team training. It has realistic anatomy and clinical functionality and provides simulation-based education to challenge and test students’ clinical and decision-making skills during realistic patient care scenarios. This advanced manikin allows learners to practice the emergency treatment of patients (Figure 1).
Figure 1 An ISU nursing instructor demonstrating a medical procedure using the SimMan®
ISU has recently purchased the SimBaby® (Figure 2) which is a portable advanced interactive infant patient simulator for team training. Like the SimMan®, it has realistic anatomy and clinical functionality that enables simulation training.
All table-based templates have very strict parameters. If you drag or move any table borders, the table or cell will be "resized" incorrectly and will become set to a fixed size rather than the pre-designed fluid width. As you edit your pages and move or drag a border, immediately click on the "undo" button and then attempt your changes again.
Figure 2 The SimBaby®
To address the increasingly important goal for clinicians, first responders, and educators to be able to recognize, diagnose and treat the symptoms of bioterrorism attacks, we are procuring additional modules that will enhance the instrumented manikins that are also in use in the ISU Nursing department to increase their effectiveness in bioterrorism preparedness training. For example, The Laerdal Simulated Smallpox Module Set (Figure 3) provides opportunities for students to identify the effects of abnormal and normal skin reactions. The set also includes a blank deltoid pad for practice inoculation. These modules can be adapted with many Laerdal manikins that use deltoid injection pads like the SimMan®. Another example is the Laerdal Simulated Nuclear/biological/chemical training module that can replicate the effects of toxic gasses on the central nervous system by producing realistic, frothy, bodily fluids that emanate from tear ducts, mouth and nose (Figure 4).
Figure 3: Smallpox Module Set
Figure 4: Nuclear/biological/chemical training module
College of Technology SimMan Demonstration
Dave Pederson and The College of Technology Physician's Assistant program simulate a basic cardiac scenario on a high-fidelity manikin to demonstrate the usefulness of the manikan as a medical instruction tool during the Idaho Health Care Association Conference held at the Boise Center On The Grove on 07/19/2006.
Last Modified: 01/05/09 at 04:04:48 PM